Citalopram and physical Exercise for the Prevention of Stress-Induced Dysfunction in Male Wistar Rats

Akram  Molamohammadi; Marzieh Dehghan  Shasaltaneh; Nasser  Naghdi; Rasool  Hemayattalab; Hassan Gharayagh  Zandi

doi:10.18502/abi.v3i3.20589

Akram Molamohammadi Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran.
Marzieh Dehghan Shasaltaneh Department of Biology, Faculty of Science, University of Zanjan, Zanjan, Iran.
Nasser Naghdi Department of Physiology and Pharmacology, Pasteur Institute of Iran, Tehran, Iran.
Rasool Hemayattalab Department of Sports Injuries and Corrective Exercises, University of Tehran, Tehran, Iran.
Hassan Gharayagh Zandi Department of Sports Injuries and Corrective Exercises, University of Tehran, Tehran, Iran.

DOI: https://doi.org/10.18502/abi.v3i3.20589

Keywords: Citalopram; Immobility stress; Learning and Memory; Swimming; Treadmill

Abstract

Objectives: Learning is essential for nearly all aspects of human behavior and perception.Among the factors that can disrupt learning and memory, stress is particularly significant,as it interferes with cognitive functioning and overall well-being. The present study aimedto evaluate and compare the effects of citalopram, treadmill-based aerobic exercise, andswimming on learning and memory performance in male Wistar rats exposed to stress.

Methods: To assess these interventions, animals were subjected to immobility stress,moderate-intensity treadmill running, swimming exercise, or citalopram administration(10 mg/kg body weight for four weeks), as well as various combinations of theseinterventions under stressed and non-stressed conditions, but citalopram was assessedin the presence of stress. The Morris water maze test was used to assess cognitiveperformance, particularly by measuring the distance traveled to reach the hidden platform.

Results: The results revealed that stress negatively impacted learning and memory.However, both forms of exercise alleviated stress-induced cognitive impairments, withswimming showing especially beneficial effects in enhancing learning and memoryamong stressed rats.

Conclusion: Contrary to expectations, administration of citalopram did not preventstress-induced cognitive dysfunction. However, the beneficial effects of both formsof exercise were evident during the acquisition phase. Notably, physical exercise—particularly swimming—may serve as a potential non-pharmacological substitute, as itscognitive effects under stress differed significantly from those of treadmill training in thepresence of citalopram.